Co-construction of shared understanding needed to be accompanied by students' personal construction and sense making for conceptual change to be stable over time¶

Claim · All claims
Evidence · 1 study · qualitative r2 · q2
Currency · newest study 1997 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Developing shared knowledge was important, but to achieve conceptual change it needed to be accompanied by students' personal construction and sense making of the new understanding. → Tao 1997

Evidence¶

Tao 1997¶

Tao, Ping-Kee; Gunstone, Richard F. (1997). Conceptual Change in Science through Collaborative Learning at the Computer. Paper presented at the Annual Meeting of the National Association for Research in Science Teaching (70th, Oak Brook, IL, March 21-24, 1997). https://eric.ed.gov/?id=ED406151

q2 · i? · qualitative · r2

Finding derived from the 7 case studies of collaboration: students' conversational interactions showed conceptual change during the FMM lessons, but many students regressed to alternative conceptions when probed later. The authors report that when co-construction was accompanied by personal construction, conceptual change became stable over time.

"Developing shared knowledge and understanding was important, but to achieve conceptual change, this needed to be accompanied by students' personal construction and sense making of the new understanding. Both personal and social construction of knowledge appeared to be significant in the type of context provided in this research."

Studies bearing on this claim¶

Does what the group achieves together show what each member has learned? This table gathers the studies behind this claim and the 5 narrower claims that bear on it: 3 distinct studies (1 qualitative, 1 associational, 1 causal), q2–q3, 1 of 3 with an effect size coded. One row per study, codes as each entry records them; no effect is averaged and no verdict is drawn. Built by scripts/synthesize_claim.py from eval/synthesis/; a row that looks wrong is fixed on the claim it comes from.

Discussion¶

Related Claims¶

• Instruction that confronts science misconceptions (conceptual-conflict interventions, refutation text) produces conceptual change more often than standard exposition — the general claim this finding bears on, with the studies behind it

• Peer conflicts did not always produce conceptual change; they appeared to work only for students prepared to reflect on and reconstruct their conceptions — the general claim this finding bears on, with the studies behind it

• Computer-supported collaborative learning with simulation programs fostered conceptual change for students who were cognitively engaged and prepared to reflect on and reconstruct their conceptions — related
• Approximately half of students' analysed texts showed collaborative learning meeting co-regulation and co-construction descriptors — related
• Students' collective understanding during a physics tutorial alternates repeatedly between two distinct interpretations of tickertape distance rather than changing once — related
• Changes in the constraints of activity (attention, object location, interaction patterns) provide opportunities for new locally stable patterns of thinking to take hold — related
• Collaborative constructions (joint analyses built while collaborating) had little relevance to individual post-test performance in adolescence and early adulthood — reports the opposite
• Premature shared understanding: a group's bypassing of a member's skeptical comment left the social and technology objects misaligned, with partial agreement (Extract 3) — related
• Constructive conflict positively predicts the development of a shared mental model of the task in teams — related
• Co-construction alone does not contribute to shared mental model development and shows a negative unique effect — related
• Students' postings of personal experiences in discussion forums support, rather than undermine, knowledge building — related
• Co-regulation led to shared understandings with effective patient management as a result (Lajoie and Lu) — related
• High joint on-task engagement with high equality and mutuality of engagement did not necessarily mean cognitive engagement or ensure conceptual change — related
• Videographed bilingual-lesson discussions are analysed qualitatively with interaction analysis to reconstruct negotiated taken-as-shared meaning — related